CLOSE READING STRATEGIES (mini-unit menu) "Chapter 3: Preparing for Discussion and Writing: Annotation, Sourcing, and Avoiding Plagiarism" Close Reading and Writing from Sources by Douglas Fisher and Nancy Frey
Annotation contributes to the notion that argument is a conversation with text; however, if we don't give students a reason to use their annotations, we limit the potential of the tool. "What they have on the pages in front of them is a visual record of their thinking--ideally of use in discussions and as a means for developing a written response (66)."
"Well-developed notes that are constructed from the start with accurate attributions also serve as a way for students to repurpose them as part of longer pieces (80)."
Brenda Spatt in Writing from Sources recommends that students do the following: Find a summarizing sentence within the passage and enclose in quotation marks, or combine elements into a new summarizing sentence, or write your own summarizing sentence. Cite the author's name somewhere in the summary, and use quotation marks around any borrowed phrases or sentences (79).
GIST writing identify the main point in each segment of a longer text
Diigo keep students organized during the research process; bookmark, highlight, and annotate
WRITING AND TALKING TO DEVELOP KNOWLEDGE ON TOPIC OR ISSUE (mini-unit menu) "Chapter 4: Using Evidence in Discussion" Close Reading and Writing from Sources by Douglas Fisher and Nancy Frey
Classroom routines to promote discussions:
"**Five Close Reading Strategies to Support the Common Core**" annotating text - left column asks for what author is saying; right column asks what author is doing (forwarding and countering)
It Says - I Say - And So this strategy is demonstrated for math - it could also be used in science
**Common Core Reading Strategies** 30+ strategies with examples and templates, compiled by a classroom teacher
//**Close Reading and Writing from Sources**// read through p. 85 on Google Books
CLOSE READING STRATEGIES (mini-unit menu)
"Chapter 3: Preparing for Discussion and Writing: Annotation, Sourcing, and Avoiding Plagiarism" Close Reading and Writing from Sources by Douglas Fisher and Nancy Frey
Annotation contributes to the notion that argument is a conversation with text; however, if we don't give students a reason to use their annotations, we limit the potential of the tool. "What they have on the pages in front of them is a visual record of their thinking--ideally of use in discussions and as a means for developing a written response (66)."
WRITING AND TALKING TO DEVELOP KNOWLEDGE ON TOPIC OR ISSUE (mini-unit menu)
"Chapter 4: Using Evidence in Discussion" Close Reading and Writing from Sources by Douglas Fisher and Nancy Frey
Classroom routines to promote discussions: